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Unformatted text preview: INTRODUCTION By connecting to how students’ brains learn, we can maximize their capabili- ties to learn concepts, processes, and information efficiently. What follows is a list of strategies that capitalize on how students learn best. Referred to as “e-Moments”, these are moments when students become engaged, get connected, and make personal meaning of the content they are learning. Knowing that all brains are wired for visual, auditory, and kinesthetic capac- ity, the e-Moments are designed around one of these three modalities. Addi- tionally, these e-Moments build on students’ natural intelligences—spatial, linguistic, interpersonal, musical, naturalistic, bodily-kinesthetic, intraper- sonal, and/or logical-mathematical. These engaging strategies will create a dynamic classroom environment which may look and feel different than a “traditional” classroom. Your stu- dents will be challenged to think, explore, and utilize their brains as they become responsible for their own learning and you become a facilitator of great learning activities. © 2004 National FFA Organization It is illegal to reproduce copies of this material without written permission from the National FFA Organization. e-Moment e-Moment $10,000 PYRAMID MOMENT Brief Description Your students’ brains are pattern-seeking, meaning-making, purpose-detecting organs of the mind. Any chance you can give them to put those characteristics to work, do it. Based on the game show $10,000 Pyramid, this strategy is one fun, fast-paced way for your students to seek patterns, make meaning, and detect purpose in what they are learning. The Process 1. Teach your lesson or unit. 2. Select key words and phrases. Comb through your lesson or unit and extract the important infor- mation—facts, dates, people, formulas, places, concepts—students must know well. 3. Create “fact” cards. Place each item of importance on its own 4 × 6 card. (Note: 3 × 5 cards work also, but the larger sized index cards are easier to handle and provide more room to write the information.) You’ll need one set of these fact cards for every three to five students. For example, a class of 30 students would require 6 to 10 sets of fact cards. The number is determined by the number of students in each group (three or five). 4. Explain the game show roles. There are three roles in this activity—the Player, the Clue Giver, and the Teleprompter. The Player sits facing the Clue Giver and with his or her back toward the Teleprompter. The Player guesses the facts through clues given by the Clue Giver. The Clue Giver faces the Player and the Teleprompter. He or she will receive the facts from the Teleprompter and give clues to the Player. The Teleprompter stands behind the Player and faces the Clue Giver. He or she will reveal the fact cards one at a time to the Clue Giver....
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This note was uploaded on 01/16/2012 for the course AGSD 420 taught by Professor Kylemcgregor during the Spring '11 term at Tarleton.
- Spring '11